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Faculty & Research

Haiyan Hua

Lecturer (2005 to 2018)

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Degree:  Ed.D., Harvard University, (1995)
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Haiyan Hua was lecturer at Harvard Graduate School of Education and vice-president at World Education, an international NGO headquartered in Boston. Hua had more than 20 years of work experience in international education development as an education policy adviser to more than 20 ministries of education and governments in Africa, Latin America, Asia, Central and Eastern Europe, and the Middle East. His professional expertise has been in educational policy research and planning; monitoring and evaluation; education management information systems; institutional capacity building, and large quantitative research design, analysis, and management. He served as the research director of the Girls' and Women's Education Policy Research Activities Project, a five-year longitudinal study sponsored by USAID and carried out in Nepal, Bolivia, and Honduras that examined the impact of basic education programs on women's social and economic well-being. Hua also served as principal investigator of education policy capacity development projects in Latvia and Lithuania (World Bank projects) and several others. With funding from USAID, he was a lead consultant that helped Ministries of Education in Egypt and Jordan develop institutional M&E systems. He led policy research studies on student absenteeism in Armenia funded by UNICEF, classroom observation study on student-centered teaching methodology and national mapping of student assessments in Jordan funded by USAID. For almost two decades, he taught courses on education policy planning, monitoring and evaluation, and data for decision-making in the development context at Harvard as well as many parts of the world. He holds both Ed.M. and Ed.D. from Harvard University.

Areas of Expertise

Using routine education data for policy planning and research (2008-2010)


School Wastage Study - National Absenteeism in Armenia
"The term, school wastage, can be broadly defined as lack of demonstrated school success or realized educational gain (or value), measured as output of student achievement, outcome of social and economic returns, from provided educational services, finance, and other schooling related consumption of resources. In other words, student failure in graduation or academic achievement often results in school wastage. If output or outcome is less than expected whether it is measured in total number of graduates or total amount of learning, some level of school wastage can be found . On input and process, any misuse of funds, wrongful allocation of resources, inappropriate use of instructional time, etc. could also result in school wastage." However, this study focuses on student absenteeism.


Lithuania Policy Research Capacity Project
In this project (2001-2003), 3 policy research studies were carried: 1) How do school and student factors explain variation in a national standardized test; 2) Why is the national test result not correlated with international test results?; and 3) Do national education indicators mean anything to the country's education development?

Jordan M&E Partnership
In this 4-year project, 12 national education policy research studies will be implemented, including national student assessment, TIMSS and PISA studies, Teacher Observation, School over- and under-capacity Study, etc.


Mid-term Evaluation of Youth:Work Jordan (USAID) Summer 2011. Amman, Jordan,(2011)

Monitoring and Evaluation Partnership (MEP) Project (USAID) 2010-2014 Amman, Jordan,(2010)

Education Reform Project, National Education Indicators Development (USAID) 2009-2011, Cairo, Egypt,(2009)

Policy Planning Capacity Building (World Bank), Beirut, Lebanon,(2008)

School Wastage Research Study (UNICEF) 2008-2009, Yerevan, Armenia,(2008)

World Bank/Lithunia Government Project,(2004)

World Bank/Latvian Government Education Improvement Project,(2002)

Yale-China Fellowship,(1986)


Lead author, "Mapping of Student Assessments in Jordan" with Valeria Rocha, Abdalla Ababneh, Imad Ababneh, Khattab Lebdeh, Sheren Hamed.,(2014)

Lead author, "Classroom Observation Study: Student-Centered Active Learning and Teaching Practice" with Valeria Rocha, Abdalla Ababneh, Imad Ababneh, Khattab Lebdeh, Sheren Hamed.,(2012)

Lead author, "Condition of Education in Egypt 2010" with PSPU Staff, MoE in Egypt,(2010)

"School Wastage Focusing on Student Absenteeism in Armenia" UNICEF publication,(2008)

"Education Quality and Effectiveness in Latvia" with Irena Jemeljanova, Marina Gurbo, and S. Mikuda,(2004)

"Education Management Information System (EMIS): Integrated Data andInformation Systems and Their Implications in Educational Management," a Comparative and International Education Society conference paper (with J. Herstein),(2003)

"Impact of Integrated Literacy and Basic Education on Social and Economic Development in Bolivia," for the U.S. Agency for International Development (with S. Burchfield),(2001)

"Educating Girls or Educating Women—Debate the Resource Investment Dilemma: Case for Educating Girls and Women," from the International Symposium on Women Issues, Washington, D.C. (with S. Burchfield),(2000)

"Research, Review, and Reflect," HIID Development Discussion Paper (with W. Snyder),(1999)

"Government Confronts Culture: Will the State Advance Grassroots Democracy in Southern Africa?" (with B. Fuller, S. Grant Lewis and others),(1999)

"Education Policy Research: Framework and Practice," Education Policy Analysis Workshop Instructional Notes, Harvard Institute for International Development,(1998)

"Continuing Debate: What Matters to Student Learning?" Education Research Seminar Paper, Harvard Institute for International Development,(1998)

"The Use and Utility of Computer Models in Planning and Policy-making in Education," Advancing Basic Education and Literacy project paper (with T. Cassidy),(1997)

"Determinants of Reading Literacy Achievement in Trinidad and Tobago" (with K. B. Wu),(1997)

"Did Black Literacy Rise After Soweto? Public Problems and Cultural Archipelagos in South Africa," in the International Journal of Comparative Sociology (with B. Fuller and X. Liang),(1996)

"How Much Do Namibia's Children Learn in School—Findings from the 1992 National Learner Baseline Assessment" (with B. Fuller and S. Grant Lewis),(1995)

"Which Students Are Likely to Participate in Private Lessons and School Tutoring in Egypt—a Multivariate Discriminant Analysis",(1995)

"When Girls Learn More Than Boys: The Influence of Time-in-school Pedagogy in Southern Africa," in the Comparative Education Review (with B. Fuller and W. Snyder),(1994)

"Explaining Variation in Teaching Practices? Effects of State Policy, Teacher Background, and Curricula in Southern Africa," in Teaching & Teacher Education,(1994)


Guest professor, Wuhan University of Technology,(2008-)

Guest professor, Central China Normal University,(2007-)

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